EDU4WBL: Analysis of teaching practice
EDU4WBL: Analysis of teaching practice
Educational program and practice Identifying
Core teaching practices
Quality Area 1.
NQS Practice
How is this evidenced in your own pedagogical practice and why is this important?
What you are trying to do is provide a really rich example that shows your understanding of the element in focus. This will mean that you might have to draw from your experience but also supplement with what you would do. You are aiming to showcase your teacher thinking and to reinforce this with connections to theory, research and curriculum.
Theory
What key theorists and theoretical perspectives underpin each example?
1-2 sentences here that highlights the theoretical connection to your example of practice, with supporting citation.
Try not to explain the theory but instead highlight the connection to your example.
We are looking for literary sources published between 2015 2022.
Research
What research/peer reviewed literature informs each example?
1-2 sentences here that highlights the research connection to your example of practice, with supporting citation.
Try not to explain the research but instead highlight the connection to your example.
We are looking for peer reviewed research published between 2015 2022.
Curriculum
What connections to curriculum support each example?
Here you can draw on curriculum guidance relevant to the context you work.
Standard 1. Program
The educational program enhances each childs learning and development.
Element 1.1.1
Approved learning framework
Curriculum decision making contributes to each childs learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Element 1.1.2
Child-centred
Each childs current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. Element 1.1.3
Program learning opportunities
All aspects of the program, including routines, are organised in ways that maximise opportunities for each childs learning. Standard 1.2 Practice Educators facilitate and extend each childs learning and development.
Element 1.2.1
Intentional teaching
Educators are deliberate, purposeful, and thoughtful in their decisions and actions. Element 1.2.2
Responsive teaching and scaffolding
Educators respond to childrens ideas and play and extend childrens learning through open-ended questions, interactions and feedback. Element 1.2.3
Child directed learning
Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world. Standard 1.3 Assessment and Planning Educators and coordinators take a planned and reflective approach to implementing the program for each child.
Element 1.3.1
Assessment and planning cycle Each childs learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Element 1.3.2
Critical reflection
Critical reflection on childrens learning and development, both as individuals and in groups, drives program planning and implementation. Element 1.3.3
Information for families
Families are informed about the program and their child's progress. As you pull your supporting information together add these ideas to your Literary Matrix. This document is essentially an annotated reference list. As you read add your ideas, quotes (incl. page numbers) so that when you move on to writing your literature review that you have a good base on which to begin. Write as much as you need to make sense of what you are reading.
